UNIT I

THE TEACHER AS A PERSON

AND AS A PROFESSIONAL
Teacher Qualities

What qualities should a teacher possess?

UNDERSTAND
In this lesson, you are expected to:
 Demonstrate knowledge of teacher qualities;
 Share result of interview on teacher qualities that affect students’ learning; and
 Use checklist to monitor identified teacher qualities.

PREPARE
Form a dyad and in 5-10 minutes, take turn in sharing the characteristics of your ideal
teacher. Do they have commonalities and differences? Record them in the Venn diagram below
DEVELOP
What makes a teacher good? What characteristics should he possess to be considered
great? How will he become effective? These are questions often asked to a teacher.
Stakeholders, whether teachers, learners and significant others, have these to say,
“Teachers need to possess extraordinary qualities, both personal and professional, to create an
impact in the lives of their learners.”
Dr. Robert walker (2008) in this research on “Twelve Characteristics of an Effective
Teacher,” highlighted the characteristics identified by his in-service and pre-service teacher-
respondents.
1. Always prepared. The teacher comes to class prepared. As a result, no time is wasted.
2. Exudes positivity. The teacher shows optimism on teaching and the students.
3. Holds high expectation. The teacher believes in the students’ capacity to succeed and
communication such beliefs by continuously giving them challenging tasks.
4. Demonstrates creativity. The teacher never runs out of novel ideas in teaching the class
5. Exercise fairness. The teacher treats everybody in class fairly and justly, may it be in
grades, opportunities, and privileges.
6. Displays personal touch. The teacher connects with the students personally. In this
teaching, the teacher shows interest in his students and shares his “self” to them.
7. Cultivates a sense of belonging. The teacher makes students feel welcome and
comfortable in their classrooms. As emphasized by Murry & Pianta (2007), “students
double their efforts once they like their teachers and perceive them to be caring.”
8. Shows compassion. The teacher shows concern on students’ personal problem and
sensitivity in relating to them and their problems.
9. Possesses sense of humor. The teacher makes learning fun and enjoyable. Students will
never experience a dull moment in class.
10. Respects students. The teacher who respects the students receives the same in return.
He is careful not to embarrass students when it comes to their grades or conduct.
11. Models forgiveness. The teacher does not harbor ill feelings toward his student. He
forgives their shortcoming, mistakes and even, inappropriate behavior. The teacher
believes in giving his erring student a second chance.
12. Admits mistakes. The teacher sees nothing wrong in admitting that he has wronged a
student. He is willing to apologizes and correct the wrongdoing he has committed.
APPLY
Conduct an interview of the most loved teacher qualities from among your classmates.
Get the 5 highest responses and place them in the table below.
Most Loved Teachers Qualities Reasons
1.
2.
3.
4.
5.

TRANSFER
If you were to be asked, what teacher qualities are strong and weak in our present- day
teachers? Get the highest 3. What can be done to improve them? Cite at least 3 and justify.

EVALUATE
Direction: Write the letters of your choice in the space provided before each number.
1. When the teacher gives grades to his students based on the merit of their
scholastics work, he is being
A. Fair C. Respects
B. Positive D. Compassionate

2. Marinel is happy about the way she is treated in class. Despite her imperfections,
her classmates still accept her for two she is. As a result Marinel feels like
A. She is respected C. She belongs
B. She is shown D. She is treated fairly
compassion

3. Teacher Girlie makes sure that her students learn while enjoying the lesson. As a
result, they come out of the classroom happy. This is because Teacher Girlie
A. Exudes positivity C. Cultivates a sense of
B. Possesses a sense of belonging
humor D. Display personal
touch
4. Which of the following is NOT an indicator of a teacher that models forgiveness?
A. Does not harbor ill feelings toward his students
B. Forgives the shortcoming, mistakes and even inappropriate hehavior of
his students
C. Believes in giving his erring student a second chance
D. Apologizes and correct the wrongdoing he has committed to the students

5. One trait that students admire about Mrs. Cruz is her punctuality, as she comes
to class on time. She believes in the saying, “Time is gold” and makes it a point to
maximize the time engaged academically of her students. The given situation
depicts which teacher quality?
A. Holds high C. Always prepared
Expectation D. Shows compassion
B. Demonstrates
creativity

6. Whenever a teacher shows concern on his students’ personal problems, similar

to what a guidance counselor does, he
A. Exercises fairness C. Respects students
B. Models forgiveness D. Shows compassion

7. Which of the following is true to a teacher who exudes positivity?

A. Shows optimism on teaching and his students
B. Never runs out of novel ideas in teaching the class
C. Connects with the students personally
D. Makes learning fun and enjoyable

8. The following are manifestations of a teacher’s creativity EXCEPT

A. Autonomy
B. Predictability
C. Non-conformity
D. Independence

9. A teacher who holds high expectations of his students may do the following
EXCEPT
A. Present challenging standards for student performance
B. Design instructional tasks that advance student understanding to more
complex levels
C. Assist students to accomplish more complex understanding by building
from their previous success
D. Give general feedback about student performance
 10. Teacher john is very strict with his students. He would often resort to hurting
them, whether physically or psychologically. To counter the effect if what he has
done to his students, what must he do?
A. Admit his mistakes C. Model forgiveness
B. Respect his students D. Display personaltouch

REFLECT
I. Do a self-check of your qualities. Do you have the making of a good, great or effective
teacher? Why or why not?

II. Analyse the following situation and justify your answer.

Teacher Nimfa has been teaching for 10yaers in a local public school in her
province. As a teacher, she thinks she is managing her class well. She would even cite
that her students could ask her “anything under the sun.” But in a recent evaluation
given her by her students, one student remarked on her being “boring” in class, aside
from her being strict. What characteristics does teacher Nimfa seem to be lacking?
What could she have done instead? Why?
SUSTAIN
Make a checklist of teacher qualities that you, as a service teacher, need to possess,
identify strategies needed in monitoring them.

MONITORING FORM FOR YEACHER QUALITIES

Teacher Qualities Monitoring Strategies
Teachers Roles
What are the roles of a teacher?

UNDERSTAND
In this lesson, you are expected to:
 Demonstrate understanding of the varied roles of teachers;
 List specific strategies needed to perform specific roles of teachers; and
 Formulate a commitment statement reflective of a teacher’s roles.

PREPARE
To prepare for the lessons on varied roles of teachers, you are advised to watch
“Teacher: Qualities and Roles” at https://youtu.be/Xglcnhzplrk and answer the following:
1. What roles of teachers were enumerated in the video?
2. Choose one teacher’s role and say something about it.

DEVELOP
Teachers perform multifaceted roles. Whether inside or outside the classroom, they are
expected to function in different capacities. As the saying goes, “different hats for different
occasions.” It is in this premise that educational experts came up with this additional list.

1. The teacher as a community link. The teacher participates actively in the life of the
community, interprets the school program to the public, brings parents to participate in school
activities, and utilizes the resources of the community to develop significant application of
subject matter.

2. The teacher as a counsellor. The teacher establishes effective relationship with the
individual student, collects pertinent information about each student, guides student in
understanding himself, gives advice, and assists students in finding solutions to their own
problems.

3. The teacher as a decision-maker. The teacher decides on the objectives that should be
established, the type of instructional program that could best achieve the objectives, the body
of information that should be conveyed, the most effective methods, techniques, approaches,
and materials that would facilitate the attainment of the objectives, and the most appropriate
grouping that would best benefit the learner.

4. The teacher as a director of learning. The teacher plans and organizes learning
activities, leads student through learning episodes, control the whole learning situation, and
appraises the effectiveness of the learning situations.
5. The teacher as an information processor. The teacher analyses information and events
and makes it learnable, facilities its comprehension, interprets them to learners, and
communicates them in a manner that students can comprehend.

6. The teacher as a judge of achievement. The teacher defines the ability level of students,
evaluates students levels of achievement based on standards, and determined who will be
promoted or retained.

7. The teacher as a knower. The teacher knows much about the general fields of
knowledge, thoroughly masters the subject matter of his field of specialization; brings learners
to the words of ideas, provides accurate information to students, and readily answers the
students’ questions.

8. The teacher as a mediator of culture. The teacher articulates social, political, and
economic traditions, develops cultural values, transmits culture, and enriches cultural growth of
students.

9. The teacher as a model for a youth. The teacher exemplifies the scholarship and ideals
valued by society and demonstrate acceptable sets of values.

10. The teacher as a moralist. The teacher envelops a functional moral and ethical code;
creates acceptable moral atmosphere; and establishes norms for behaviour within and outside
the classroom.

11. The teacher as a person of culture. The teacher possesses a broad general cultural
education, demonstrates adequate skills in the use of language, is well-informed of current
developments in various fields of science, and appreciates arts and literature.

12. The teacher as a pioneer in the world of ideas. The teacher carries students to new
insight and knowledge, leads children to wide ranging and unlimited inquiry, and develops new
ideas and practices to meet the needs and demands of the time.
APPLY

Let’s see how well you have internalized the roles of the teachers. Think of your
favourite teacher. Create an acrostic of the roles they perform.

M-
Y-

T-
E-
A-
C-
H-
E-
R-

TRANSFER
In this fast-paced world, schools, make like the teachers, need to constantly reinvent
themselves, including the roles they perform. Let’s find out how familiar you are with the
multifaceted roles of teachers by uncovering 10 of them using the number cues in the box.

A-1 H-8 O-15 V-22

B-2 I-9 P-16 W-23
C-3 J-10 Q-17 X-24
D-4 K-11 R-18 Y-25
E-5 L-12 S-19 Z-26
F-6 M-13 T-20
G-7 N-14 U-21

1. 12 9 6 5 3 15 1 3 8 6. 4 9 19 3 15 22 5 18 25 7 21 9 4 5
2. 14 5 7 15 20 9 1 20 15 18 7. 5 14 20 5 18 20 1 9 14 5 18
3. 3 8 5 5 18 12 5 1 4 5 18 8. 18 21 12 5 5 14 6 15 18 3 5 18
4. 18 5 1 12 9 20 25 3 8 5 3 11 5 18 9. 5 22 5 14 20 16 12 1 14 14 5 18
5. 4 18 5 1 13 9 14 19 20 9 12 12 5 18 10. 20 18 21 20 8 4 5 20 5 3 20 15 18
1. Based on the answers you got, what specific teacher roles are very true to you? Not true to
you? Identify three teacher roles each from the list. Write them and the reasons for the choice
in the tables that follow.

  ?
Very true Reason

 ?
Not true Reason

2. If you were to propose additional teacher roles, what would they be? Write them inside the
thinking bubble.
EVALUATE
Direction: Write the letters of your choice in the space provided before each numbers.

1. The following are characteristics of teacher as a knower EXCEPT

A. Knows much about the general fields of knowledge
B. Masters thoroughly the subject matter of his field of specialization
C. Answers readily the students’ questions
D. Analyses information and events

2. As a Science teacher, Teacher Mark is admired by his students. He knows a lot about
science. He is well-informed of the current developments in its various fields. These
qualities make him a
A. Person of culture C. Information processor
B. Knower D. Judge of achievement

3. Which of the following should a teacher decide on?

A. Objective C. Lesson content
B. Methods D. A,B,C

4. Which of the following exemplifies enculturation as a process of culture

transmission?
A. Learning the target language
B. Valuing Filipino tradition
C. Knowing world history
D. Familiarity with world’s greatest scientist

5. Which of the following is the role of the teacher as a counselor?

A. Demonstrate acceptable sets of value
B. Appraise the effectiveness of the learning situations
C. Establishes effective relationship with the individual student
D. Creates acceptable moral atmosphere

6. Whenever a teacher brings parents to participate in school activities, he is said to be

A. A person of culture C. A director of learning
B. A judge of achievement D. A community link
7. When does a teacher perform the role of an information processor?
A. When he carries students to new insights and knowledge
B. When he leads students through the learning episodes
C. When he facilities the comprehension of information and events to the students
D. When he decides on the most appropriate grouping that would best benefits the
learner

8. Which of the following is NOT part of the teacher’s role as a judge of achievement?
A. Defines the ability level of students
B. Evaluates student’s levels of achievement based on standards
C. Determines who will be promoted to students
D. Provides accurate information to students

9. The teacher acts as a moralist when he

A. Establishes norms for behavior within and outside the classroom
B. Demonstrates acceptable sets of values
C. Guides students in understanding himself
D. Exemplifies the scholarship and ideals valued by society

10. Which of the following is NOT true about the teacher as pioneer in the world of
ideas?
A. Carries students to new insight and knowledge
B. Leads children to wide ranging and unlimited inquiry
C. Knows much about the general fields of knowledge
D. Develops new ideas and practices to meet the needs and demands of the time
REFLECT
I. What are your thoughts on today’s lesson? Share it by writing a reflective journal on
how you see yourself in the next few years as a teacher, performing various roles and
the strategies that need to be done.

II.. Read the situation below. Analyze it and reason out

Mr. Jo is a known teacher in area of mathematics. He is very much respected in
the discipline. However, his knowledge does not go beyond it. Engage him in other
discipline and he would not be able to give the same depth as when he talks about
mathematics. As a teacher, does Mr, Jo need to know other discipline? If yes, what
particular teacher’s role is the knowledge of other discipline related to? Why?
SUSTAIN
Formulated a commitment statement, composed of three to five sentences, on how you
intend to perform your teacher roles. Post this in a conspicuous place where you can be
constantly reminded of your pledge.
Teaching Philosophy
Why is teaching philosophy important for teachers?

UNDERSTAND
In this lesson, you are expected to:
 Demonstrate understanding of teaching philosophy
 Apply knowledge of philosophy in classroom context; and
 Formulate own teaching philosophy.

PREPARE
Here is a simple teaching philosophy statement: “my philosophy of education is that all
children are unique and must have a stimulating educational environment where they can grow
physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere
where students can meet their full potential. I will provide a safe environment where students
are invited to share their ideas and take risks.”

Study is content and the way it was written. Then, answers the following questions.
1. What does the teaching philosophy say about the teacher? About his teaching?
2. How is teaching philosophy written?
3. Is teaching philosophy important for a teacher to have?

DEVELOP
Universities all over the world are one in underscoring the importance of teaching
philosophy. Vanderbilt University for one said that, “teaching (philosophy) statement is a
purposeful and reflective essay about the author’s teaching beliefs and practices. It is also an
individual narrative that includes not only one’s beliefs about the teaching and learning
process, but also concrete examples of the ways in which he or she enacts these belief’s in the
classroom,”
Similarly, university of Minnesota, in its website, states that the teaching philosophy
statement is a self-reflective statement of one’s beliefs about teaching and learning. While
Cornell University Graduate School considers teaching philosophy statement as a narrative that
includes one’s conception of teaching and learning, a description of how one teaches, and
justification for why one teaches that way.
 There is no right or wrong way to write a teaching philosophy statement.
However, there are certain considerations that must be observed.
1. Make the teaching statement brief.
2. Include introduction (thesis statements or general beliefs about education); body (goals
and objective for the students), and conclusion (goal as a teacher, personal approach to
pedagogy and classroom management, and uniqueness as an educator) in the
statement.
3. Write in present tense and use a first person point of view.
4. Refrain from using technical terms. Instead, use language that is simple and easily
understood.
5. Create a clear picture of the philosophy statement by including specific like methods
and strategies, including examples.

When thinking of a philosophy statement to write, it would be good to benchmark from

belief statements, as well as educational implications of some famous philosophies.
Below are some of them.
1. Idealism – implies that the school’s function is to sharpen intellectual processes. Also, it
exists to develop the student’s character and cultivate his aesthetic taste. The teacher is
expected to be a model, friend, and guide to learners.
2. Realism – suggests that the teacher must be knowledgeable and should relate the
lesson to the pupil’s experiences. Methods of teaching include problem-solving, inquiry,
and discovery.
3. Pragmatism – implies that teachers act as facilitators. They motivate learners, offer
suggestions, help in planning, among others. The school gives children the opportunity
to experience democratic living.
4. Existentialism – suggests inclusion of subjects that recognizes individual differences and
complete freedom to work (arts for aesthetic expression). Teachers give assistance to
students in their personal learning journeys. Schools, on the other hand, create an
atmosphere for active interaction.
5. Social Reconstructionism – emphasizes the teacher’s role as agents of change and
reform. Teachers are encouraged to initiate community-based projects. School try to
make education responsive to human and social needs.

APPLY
Conduct a survey of the teaching philosophy statement of least five in-service teachers
across different subjects and grade levels in basic education. Compare and contrast the
result and it should be reflected in your own version of Venn diagram.
TRANSFER
Watch TEDx Talks: Every Kid Needs a Champion by Rita Pierson at
https://youtu.be/SFnMTHhKdkw. Then, formulate a teaching policy based on it. Remember to
incorporate the guidelines in writing a teaching philosophy statement discussed previously.

EVALUATE
Direction: Write the letters of your choice in the space provided before each number.
1. Which of the following is true about teaching philosophy?
A. A purposeful and reflective essay about the author’s teaching beliefs and
practices
B. A self-reflective statement of one’s personal belief
C. A narrative that describes how one learns
D. An individual narrative that includes concrete examples of the ways in which
learners learn in the classroom

2. If the teaching philosophy focuses on the student’s moral aspect. Which philosophy
is it based from?
A. Idealism C. Realism
B. Existentialism D. Social Reconstructionism

3. Which of the following should NOT be done when writing a teaching philosophy?
A. Write in present tense.
B. Refrain from using technical terms.
C. Create a clear picture of the teaching philosophy statement
D. Use second person pronouns.

4. Teacher Marla uses differentiated activities in teaching her lesson in Science. Which
philosophy did she use as reference?
A. Idealism C. Realism
B. Existentialism D. Social Reconstructionsim
5. “The more senses involved, the better the learning.” This is emphasized in
A. Idealism C. Realism
B. Existentialism D. Social Reconstructionism

6. Which part of the teaching philosophy statement talks about pedagogy and
classroom management?
A. Introduction C. Conclusion
B. Body D. Body and conclusion

7. Which of the following philosophies NOT learner-centered?

A. Idealism C. Pragmatism
B. Existentialism D. Social Reconstructionism

8. “ I believe that all children are unique.” The statement is in support of which
philosophy?
A. Idealism C. Pragmatism
B. Existentialism D. Realism

9. Teacher Agatha is teaching Science for 10 years. To make her lesson student-
friendly, she uses problem-solving and discovery methods. These enable her
students to participate actively in class. Teacher Agatha’s practice is an influence of
the philosophy of
A. Idealism C. Pragmatism
B. Existentialism D. Realism

10. Mr. Ruiz is the National Services Training program (NSTP) coordinator in his school.
He always emphasizes “service to others” in all of their activities. By doing that, he
hopes to cultivate the sense of responsibility among his students. Such belief is an
influence of
A. Idealism C. Pragmatism
B. Existentialism D. Social Reconstructionism
REFLECT
I. think of your favorite teacher. What do you like about her? Her methods? Strategies of
teaching? Assessment techniques? If you were to formulate your favorite teacher’s
teaching philosophy, what would it be?

II. Study the situation below. Relate it to any of the philosophies presented in the lesson.

Audrey idolizes her teacher in English. For her, Ms. Santos is a perfect example of
a teacher whose life is a living manifestation of what she is teaching. Audrey is even
heard quoting, “Ms. Santos Walks her talk”. The descriptions that Audrey has for Ms.
Santos are Reflection of which philosophy? Why?

SUSTAIN
 As early as now, do you have a teaching philosophy? If none, how do you envision
yourself teaching your students years from now? Write your teaching philosophy or your
desired teaching philosophy and the steps you will undertake in the diagram provided.
What steps will you undertake to remain faithful to it?

Step1

Step4 Your Step2

Teaching
philosophy

Step3

UNIT I
 PROFESSIONAL STANDARDS
FOR TEACHERS

Philippine Professional Standards For Teachers (PPST)

What constitutes the Philippine Professional Standards for Teachers?

UNDERSTAND
In this lesson, you are expected to:
 demonstrate knowledge and understanding of the Philippine Professional Standard for
Teachers (PPST);and
 write an action plan outlining the steps to promote PPST.

PREPARE
Watch the “Explainer Video for the Philippine Professional Standards for Teachers” at
https://youtu.be/aA5cD474aIU. After watching, share your insights with a classmate. You may
follow the format below.

PPST Feature Insights

DEVELOP
Professional standards are important in the continuing professional development and
advancement of teachers as articulated in DepEd order 42, s. 2017. Titled, “National Adoption
and Implementation of the Philippine Professional Standards for Teachers (PPST),” It shall serve
as framework for teacher quality and teacher development.

PPST was developed as a result of the changes brought about by the K to 12 reform,
ASEAN integration, globalization, 21st century learners and the call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS).
 Specfically, PPST is designed to set out clear expectations of teachers along well defined
career stages of professional develeopment from beginning to distinguished practice, engage
teachers to actively embrace a continuing effort in attaining proficiency, and apply a uniform
measure to assess teacher performance, identify needs, and to provide support for professional
development.

The PPST defines teacher quality in the philippines. It has seven demains and 37 strands
that pertain to more specific dimensions of teacher practices.

Domains 1, Content knowledge and pedagogy – emphasizes the importance of mastery

of content knowledge and its interconnectedness within and accros curriculum areas, couple
with a sound and critical understanding of the application of theories and principles of taeching
and learning. Taechers apply developmentally appropriate and meaningful pedagogy grounded
on content knowledge and current research. They disply proficiency in Mother Tonque, Filipino,
and english to facilitate the teaching and learning process, as well as exhibit the needed skills in
the use of communication strategies, teaching strategies and technologies to promote high
quality learning outcomes.
Domains 2, Learning Environment – refers to learning environment that are safe,
secure, fair and supportive in order to promote learner responsibility and achievement.
Teachers create an environment that is learning-focused and efficiently manage learner
behaviour in a physical and virtual space. They utilize a range of resources and provide
intellectual challenging and stimulating activities to encourage constructive classroom
interactions geared toward and attainment of high standards of learning.
Domain 3, Diversity of learning – highlights of establishment of learning environments
that are responsive to learner diversity. Teachers respect learner’s diverse characteristics and
experiences as inputs to the planning and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
Domain 4, Curriculum and Planning – focuses on the interaction with the national and
local curriculum requirements, teachers translate curriculum content into learning activities
that are relevant to learners and based on the principles of effective teaching and learning.
They apply their professional knowledge to plan and design well-structured and sequenced
lessons that are contextually relevant, individually or in collaboration with colleagues,
responsive to learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and achievement,.
Domain 5, Assessment and Reporting – deals with the application of a variety of
assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement. Teachers use assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. They provide learners with the
necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.

Domain 6, Community Linkages and Professional Engagement – focuses on the

establishment of school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.
Teachers identify and respond to opportunity that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school community
and other key stakeholders. They understand and fulfil their obligations in upholding
professional ethics, accountability, and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
Domains 7, Personal Growth and Professional Develeopment – emphasizes teacher’s
persona growth, professional development and high personal regards for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect, and
integrity. They value personal and professional reflection and learn to improve their practice.
They assume respinsibility for personal growth and professional development for lifelong
learning.

Moreover,PPST offers four career stages.

Career Stage 1 or Beginning Teachers are those who have gained the qualifications
recognized for entry into the taeching profession. Teachers at this stage are supported to reach
Career Stage 2 within two to three years.
Career Stage 2 or Proficient Teacher are professionally independent in the application
of skill vital to the teaching and learning process. This stage shows the acceptable standards for
all teachers, which should be reached within the first two of three years of teaching.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of
performace in their teaching practice. They are accomplished practitioners who mentor and
work collegially with other staff. This is the stage that master teachers are expected to be at.
Career Stafe 4 or Distiguished Teachers embody the highest standards for teaching
grounded in global best practice. They are recognized as leaders in education, contributors to
the profession and initiators of collaborations and partnerships.

APPLY
 Choose one course/subject from any in general education, professional education, and
majorship/specialization where you could see the strong application of the seven domains of
PPST. Justify and use the template provided below.

Area (Gen Education,

prof Education, Course Domain Remarks
Majorship)

TRANSFER
Below are the Beginning Teacher Indicators (BTIs) that teacher education institutions
(TEIs) are expected to develop in their graduates to enable them entry to the teaching
profession. With that target in mind, all curricular activities across specializations and year
levels should be geared toward the achievement of the 37 BTIs.

Study the following table and accomplish the task that follows.
Domain 1: Domain 2: Domain 3: Domain 4: Domain 5: Domain 6: Domain 7:
Content Learning Diversity of Curriculum and Assessment Community Personal
knowledge and Environment Learners Planning and Reporting Linkages and Growth and
Pedagogy Professional Professional
Engagement Development
1.1.1 2.1.1 3.1.1 4.1.1 5.1.1 6.1.1 7.1.1Articulate
Demonstrate Demonstrate Demonstrate Prepare Demonstrate Demonstrate a personal
Content knowledge of knowledge and developmentally knowledge of an philosophy of
Knowledge and policies, understanding sequenced the design, understanding teaching that is
Its Application guidelines, and of teaching and selection, of knowledge learner-
within and/or procedures differentiated learning process organization, of learning centered.
across that provide teaching to suit to meet and use of environments
curriculum safe and secure the learners’ curriculum diagnostic, that are
teaching areas. learning gender, needs, requirements formative and responsive to
environment strengths, summative community
interests, and assessment contexts.
experience. strategies
consistent with
curriculum
requirements.
1.2.1 2.2.1 3.2.1 4.2.1 5.2.1 6.2.1 7.2.1
Demonstrate Demonstrate Implement Identify learning Demonstrate Seek advice Demonstrate
an understanding teaching outcomes that knowledge of concerning behaviors that
understanding of learning strategies that are aligned with monitoring and strategies that uphold the
of research- environements are responsive learning evaluation of build dignity of
based that promote to the learners’ competencies. learner relationships teaching as a
knowledge and fairness, liguistic, progress and with parents/ profession by
principles of respect, and cultural, socio- achievement guardians and exhibiting
teaching and care to economic and using learner the wider qualities such
learning encourage religious attainment community. as caring
learning backgrounds. data. attitude,
respect, and
integrity.
1.3.1 2.3.1 3.3.1 4.3.1 5.3.1 6.3.1 7.3.1
Show skills in Demonstrtae Use strategies Demonstrate Demonstrate
the positive knowledge of responsive to knowledge in knowledge of
use of ICT ro managing learners with the providing
facilitate the clasroom disabilities, implemention of timely,
teaching and structure that giftedness and relevent accurate, and
learning engages talents. constructive
process learners, feedback to
individually or improve
in group, in learner
meaningful performace.
exploration,
discovery and
hands-on
activities
within the
available
physical
learning
environemnt
1.4.1 2.4.1 3.4.1 4.4.1 5.4.1 6.4.1 7.4.1
Demosntrate Desmonstrate Demonstrate Seek advice Demostrate Demonstrate Demonstrate
knowledge of understanding understanding concerning familiarity with knowledge and an
teaching of supportive of the special strategies that a range of understanding understnading
strategies that learning educational can enrich strategies for of school of how
promote environemnts needs of teaching communicating policies and professional
literacy and that nurture learners in practice learner needs, procedures to reflection and
numeracy and inspire difficult progress, and foster learning can be
skills. learner circumtances, achievement. harmonious used to
participation. including: relationship improve
geographic with the wider practice.
isolation; school
chronic illness; community.
displacement
due to armed
conflict, urban
resettlement
or disasters;
child abuse
and child labor
practices.
1.5.1 2.5.1 3.5.1 4.5.1 5.5.1 7.5.1
Apply teaching Demonstrate Demonstrate Show skills in Demonstrate Demonstrate
strategies that knowledge of knowledge of the selection, an motivation to
develop critical learning teaching development understanding realize
and creative environments strategies that and use of a of the role of professional
thinking, that motivate are inclusive of variety of assessment development
and/or other learners to learners from teaching and data as goals based on
higher-order work indigenous learning feedback in the phillipines
thinking skills. productively by groups. resources, teaching and professional
assuming including ICT, to learning standards for
responsibility address learning practices and teachers.
for their own goals. programs
 learning.
1.6.1 2.6.1
Use Mother Demonstrate
Tongue, knowledge of
Filipino,and positive and
English to non-violent
Facilitate and discipline in
learning the
management
of learner
behavior.
1.7.1
Demonstrate
an
understnding
of the range of
verbal and
non-verbal
classroom
communication
strategies that
support learner
understanding,
participation,
engagement,
and
achievement .

Think of curricular activities given to you by your course professor. Relate said activities to the
specific indicators in the domains. Provide one BTI for every domain.

Course Curricular activity Related BTI

EVALUATE
Directions: write the letter of your choice in the space provided before each number
1. Teacher Hazel is a kindergarten teacher in one of thw schools in her province She
has been assigned to handle the class since 20210. To facilitate teaching and
learning, she uses Mother Tongue in all her lessons. This practice is in accordance
with witch domain?
A. Content knowledge and pedagogy
B. Learning Environment
C. Diversity of Learners
D. Curriculum and Planning

2. After every exam, Teacher Bel informs her students of their scores. Those whose
scores are consistently low are given tutorial lessons and other related tasks. Giving
students feedback about their performance so they can be helped if necessary is a
practice in which domain?
A. Curriculum Planning
B. Content knowledge and pedagogy
C. Assessment and reporting
D. Diversity pf Learners

3. Which of the following is NOT an indicator of Domain 4, Curriculum and Planning?

A. Prepare developmentally sequenced teaching and learning process
B. Identify learning outcomes
C. Use strategies responsive to learners
D. Shows skill in the selesction, development, and use of a variety of teaching and
learning resources

4. Teacher Carlo has been promoted to Master level. As Master Teacher, he is

expected to consistently display a high level of performance in his teaching practice.
Said characteristics are expected at which career stage?
A. Beginning Teacher
B. Proficient Teacher
C. Highly Proficient Teacher
D. Distinguished Teacher

5. Which indicator falls under Domain 7, Personal Growth and Professional

Development?
A. Demonstrate awareness of existing laws and regulations
B. Demonstrate understanding of the special educational needs of learner
C. Apply teaching strategies that develop critical and creative thinking
D. Articulate a personal philosophy of teaching
6. The following are features of the philippine professional standards for teachers
EXCEPT
A. It has seven domains and 37 strand with four career stages
B. It defines teacher quality in the philippines
C. It is designed to set out clear expectations of teachers and principal
D. It serves as framework for teacher quality and teacher development

7. Teacher responsibilities as specified in the Code of Ethics for professional Teachers

in emphasized in which PPST domain?
A. Community Linkages and Professional engagement
B. Personal Growth and Professional Development
C. Content Knowledge and Pedagogy
D. Curriculum and Planning

8. Teacher Dexter comes to class prepared. His tsudents consider him an authority in
the subject he teaches. In fact, his mastery of the lesson content is beyond question.
Unlike his other co-teachers, Teacher Dexter comes very strong in which domain?
A. Curriculum Planning
B. Diversity of Learners
C. Assessment and Reporting
D. Content Knoeledge and pedagogy

9. Teacher Ely attends seminars, conferences, and the like in the hope to establish
connection with colleagues in the discipline, which domain is supportive of such
action?
A. Community Linkages and Professional Engagement
B. Personal Growth and Professional Development
C. Content Knowledge and pedagogy
D. Diversity of Learners

10. DepEd Order 42, s. 2017 is also known as

A. National Adoption and Implementation of the Philippine Professional Standards
for Teachers
B. National Implementation of the Philippine Professional Standards for Teachers
C. National Adoption and Implementation of the Philippine Professional Standards
for Teachers
D. National Adoption of the Philippine Professional Standards for Teachers
E. Adoption and Implementation of the Philippine Professional Standards for
Teachers
REFLECTION
I. Think about what have you learned in today’s lesson. Write it briefly using the template
below. After a few minutes, be ready to share it in class.

Today, I learned that…

I learned it during…

‘
My learning matters…

II., Analyze the situation below and answer the questions related it.
Camille recently graduated from a teacher education institution. After a few
weeks of applying, she was hired as a preschool teacher. Her principal has good words
for her. Camille is always ready to be observed. She uses a variety of good and sound
pedagogies in her lessons. Her principal would often use her as a model to her co-
teachers. Clearly, Camille has been taught well by her alma mater. Which PPST domain
in Camille very strong at? why do you say so?

SUSTAIN
Knowing the important of PPST for would-be teachers like you, how would you promote
it? What strategies do you plan to implement? Reflect them in your action plan.
Action/Step to Target Date of Resources Potential Risks/ Implementation
be Undertaken Implementation Needed Threats Plan (including
Implementers)
 UNIT III

PROFESSIONALIZATION OF
TEACHING IN THE PHILIPPINES

Professionalization of Teachers

How does one become a professional teacher in the Philippines?

UNDERSTAND
In this lesson, you are expected to:
 Review the salient provisions of PD 1006;
 Identify the qualifications in taking the board Licensure Examination for Professional
Teachers (BLEPT)
 Enumerate the qualification and functions of the Board for Professional Teachers;
 Analyze the amendments of RA 7836 as provided in RA 9293; and
 Synthesize RA 7836 by create an infographic.

PREPARE
For you to be prepared with the discussion and in preparing the output of this lesson,
they must read the following items:

1., PD 1006 – providing for the professionalization of teachers, Regulating Their Practices in
the Philippines (download from
http://www.chanrobles.com/presidentialdecrees/presidentialdecreen1006.html#.WuZs
ny5ubc)

2., RA 7836 – Philippine Teachers Professionalization Act of 1994 (download from

http://www.pcw.gov.ph/law/republic-act-7836)

3., RA 9293 – An Act Amending Certain Section of RA 7836, otherwise known as the
Phillipine Teachers Professionalization Act of 1994 (download from
http://www.officialgazette.gov.ph/2004/04/21/republic-act-no-9293/)